CELPIP General
CELPIP Writing Task 1: Writing an Email | Complete Guide
At a Glance Feature Detail Task Writing Task 1 - Writing an Email Time 27 minutes Word count Approximately …
At a Glance
| Feature | Detail |
|---|---|
| Task | Writing Task 2 - Responding to Survey Questions |
| Time | 26 minutes |
| Word count | Approximately 150-200 words |
| Format | Opinion response to a survey question with two options |
| Required action | Choose one option and defend it |
| Typed | Yes, keyboard on computer |
| Scored by | Two human raters |
| Scoring dimensions | Content and Coherence, Vocabulary, Readability, Task Fulfilment |
CELPIP Writing Task 2 is different from Task 1 in one key way. There are no three required bullet points. You receive a question with two options, you pick one, and you build your own argument from scratch. The companion describes it this way: “There’s no ’three points you must cover.’ Instead, you need to build your own argument with reasons and examples. This requires more independent thinking.”
This guide walks you through the format, the structure that scores well, the vocabulary that lifts your response, and three full CLB 10 model survey answers across community, workplace, and policy topics.
What is CELPIP Writing Task 2?
Task 2 is the survey-response task. The companion describes the prompt clearly: “You’ll see something like: ‘A local community centre is conducting a survey. Should the centre offer more programs for seniors or more programs for youth? Choose one option and explain why you believe it is the better choice.’”
The skill being measured is short-form argumentative writing. Can you take a position, defend it with reasons, support each reason with an example, and write all of that in clear, well-organised English in 150 to 200 words?
Task 2 is closer to an opinion essay than an email
There is no greeting, no closing, no recipient. You just write a focused argumentative response. Think of it as a polished comment in a newspaper opinion section, not a formal essay.
The Choice Question
Every Task 2 prompt poses a binary choice:
- Should the community centre offer more programs for seniors or for youth?
- Should the city invest in better public transit or improve existing roads?
- Should employees be allowed to work from home five days a week or two days a week?
- Should the school cafeteria prioritise affordable meals or healthy meals?
You pick one side. You do not need to consider both equally. The companion warns: “Some prompts ask you to discuss both sides. Others ask you to pick one. Read the prompt carefully.”
For prompts that ask you to choose, picking one side and defending it is the only path to a high score. Hedging looks weak under the Content rubric.
The Scoring Criteria
Task 2 is scored on the same four dimensions as Task 1.
| Criterion | What Raters Look For | Weight |
|---|---|---|
| Content and Coherence | Clear position, logical arguments, relevant examples | High |
| Vocabulary | Range, precision, topic-appropriate word choice | High |
| Readability | Clear paragraphs, logical flow, transitions | Medium |
| Task Fulfilment | Addresses the question directly, appropriate length | Medium |
A CLB 10 Task 2 response demonstrates:
- A clear thesis in the first sentence
- Two or three specific reasons
- Concrete examples (personal experience or general knowledge)
- Logical paragraph flow
- Varied vocabulary with topic-appropriate terms
- Few grammatical errors
What Separates Score Levels
The companion provides a useful comparison table.
| Score Range | Content Quality | Language Quality |
|---|---|---|
| CELPIP 9-12 | Clear thesis, specific examples, logical flow, addresses counterargument | Varied vocabulary, complex sentences, few errors, natural transitions |
| CELPIP 7-8 | Clear position, some supporting detail, mostly logical | Adequate vocabulary, mix of simple and complex sentences, minor errors |
| CELPIP 5-6 | Position stated but vague, general reasons without specifics | Limited vocabulary, mostly simple sentences, noticeable errors |
| CELPIP 3-4 | Unclear position, no real argument, off-topic | Very limited range, frequent errors, hard to follow |
The jump from CELPIP 7 to CELPIP 9 in Task 2 is mostly about specificity and counter-argument acknowledgement, not vocabulary complexity.
Response Structure Template
The companion lays out the standard structure for a CLB 9-10 Task 2 response.
- Opening (2-3 sentences): State your position clearly. “I believe the community centre should prioritise programs for seniors because…” Take a clear stance immediately.
- Reason 1 (3-4 sentences): Your strongest reason. Support with a specific example. “For instance…” or “In my community…”
- Reason 2 (3-4 sentences): A second reason. Make it different from reason 1.
- Acknowledge the other side (optional, 1-2 sentences): “While some may argue that youth programs are also valuable, I believe seniors have fewer alternatives.”
- Closing (1-2 sentences): Restate your position briefly. End decisively.
CLB 10 Model Answer 1: Community Centre Programs
Prompt
A local community centre is conducting a survey to help plan its budget for next year. They are asking residents whether the centre should:
- Offer more programs for seniors (over 65)
- Offer more programs for youth (under 18)
Choose one option and explain why you believe it is the better choice. Use specific reasons and examples to support your opinion.
Model Response (192 words)
Although both age groups deserve community support, I believe the centre should prioritise expanding its programs for seniors. Older residents face barriers that youth simply do not, and the community centre is often their primary social outlet.
My strongest reason is that seniors have far fewer alternative spaces available to them. Youth in our neighbourhood can join school clubs, attend sports leagues, and meet friends at local cafes and shopping centres. By contrast, many seniors live alone, no longer drive, and rely on local walkable destinations. A well-funded senior program can be the difference between social engagement and isolation, which is a serious public-health issue in Canada.
Additionally, seniors face specific needs that other organisations rarely address. Gentle fitness classes, dementia-friendly activities, and digital-skills workshops require trained staff and accessible facilities. A community centre is uniquely positioned to provide all three. In my own building, several elderly residents have transformed since the centre introduced a weekly tai chi class, with improved mobility and stronger social connections.
While youth programs are undoubtedly valuable, schools and private clubs already meet much of that demand. For this reason, I strongly support expanded senior programming as the priority for next year.
Why this scores CLB 10
- Clear position stated in the first sentence
- Two distinct reasons, not repetition
- Specific examples: school clubs vs walkable destinations, tai chi class in own building
- Counter-argument acknowledged briefly in the closing
- Strong vocabulary: barriers, social engagement, isolation, dementia-friendly, transformed, mobility
- Within 150-200 word target
- Logical paragraph flow with transitions
CLB 10 Model Answer 2: Workplace Policy
Prompt
Your company is reviewing its remote work policy. The HR department is asking employees to choose between two options:
- Allow employees to work from home five days a week
- Require employees to work in the office at least three days a week
Choose the option you support and explain your reasoning with specific examples.
Model Response (188 words)
I strongly support requiring employees to work in the office at least three days a week. While fully remote work has clear convenience advantages, the long-term costs to teams and individuals are significant.
Firstly, in-person collaboration produces better creative outcomes than video calls. When my team worked entirely from home during 2021, our brainstorming sessions felt slow and one-sided. Conversations that would have taken five minutes by a whiteboard turned into hour-long Zoom debates. Once we returned to a hybrid schedule, our project ideation visibly improved, and several of our most successful product features emerged from spontaneous in-person discussions.
Secondly, regular office time is essential for newer employees. Junior staff learn from observing senior colleagues, asking quick questions, and building informal mentorships. A purely remote setup denies them this learning environment. When my company hired three new analysts in 2023, the two who came to the office three days a week ramped up much faster than the one who stayed fully remote.
While I appreciate the flexibility full remote work offers, the benefits to team performance and employee development make a hybrid policy the stronger choice for most companies.
Why this scores CLB 10
- Clear position taken in the first sentence
- Two specific, distinct reasons
- Personal-experience examples that are concrete and quantifiable
- Counter-argument acknowledged in the closing paragraph
- Strong vocabulary: collaboration, brainstorming, hybrid, ramped up, informal mentorships
- Within word target
- Natural transitions (Firstly, Secondly, While)
CLB 10 Model Answer 3: City Infrastructure
Prompt
The city council is preparing its transportation budget for the next decade. Residents are being surveyed on whether the city should:
- Invest primarily in expanding public transit
- Invest primarily in improving existing roads
Choose the option you support and provide reasoning supported by specific examples.
Model Response (195 words)
I firmly believe the city should invest primarily in expanding public transit rather than improving existing roads. Better transit is the more effective long-term solution for both congestion and environmental impact.
The first reason concerns congestion. Adding lanes or widening roads almost never solves traffic problems for long. Traffic engineers call this “induced demand”: new road capacity quickly attracts more drivers, and within a few years, the road is as congested as before. By contrast, frequent transit service can move thousands of commuters efficiently in a fraction of the space. In Toronto, the recently expanded Eglinton Crosstown line has already shifted tens of thousands of daily trips off parallel roads.
The second reason is environmental. Transportation accounts for nearly a quarter of Canada’s greenhouse gas emissions, and individual driving is one of the largest contributors. A modern electric bus or train moves passengers at a fraction of the per-capita emissions of private cars. Cities that have invested heavily in transit, such as Vancouver and Montreal, have seen measurable reductions in transportation emissions even as their populations have grown.
Although road maintenance remains essential, the better path forward for our city’s future is a serious commitment to public transit.
Why this scores CLB 10
- Clear position in the first sentence
- Two strong, evidence-based reasons
- Specific examples: induced demand, Eglinton Crosstown, Vancouver and Montreal
- Counter-argument acknowledged in the conclusion
- Strong vocabulary: induced demand, congestion, emissions, per-capita, commitment
- Within word target
- Natural argumentative flow
Transition Phrases for Task 2
Stating your position
- I firmly believe
- I strongly support
- In my view
- From my perspective
- I am convinced that
Introducing reasons
- The first reason is
- My strongest reason is
- Firstly / Secondly
- A primary advantage is
- Most importantly
Adding examples
- For instance
- For example
- In my own experience
- A case in point is
- To illustrate
Acknowledging the other side
- While some may argue that
- Although it is true that
- I understand the appeal of
- Critics might suggest that
Concluding
- For these reasons
- Taking everything into account
- In conclusion
- Ultimately
- The stronger choice is therefore
Vocabulary by Common Task 2 Topic Areas
Community and social
residents, demographic, accessibility, social isolation, inclusion, public services, community engagement, demographics, vulnerable populations
Work and employment
remote work, hybrid, productivity, collaboration, work-life balance, employee retention, professional development, in-person, virtual
Education
curriculum, after-school programs, tutoring, extracurricular, academic performance, mentorship, learning environment, vocational training
Environment and city
congestion, emissions, sustainability, infrastructure, public transit, urban planning, walkability, greenhouse gas, renewable energy, induced demand
Health and wellness
mental health, physical activity, preventative care, public health, well-being, access to services, dementia-friendly, mobility
Technology
screen time, digital skills, automation, productivity, distraction, ergonomic, virtual collaboration, cybersecurity, data privacy
Build vocabulary across these areas before test day. Three to five precise topic words in a response visibly lift your Vocabulary score.
Common Mistakes That Drop Your Score
| Mistake | Why It Costs Marks | How to Fix |
|---|---|---|
| No clear position | Reader cannot tell what you support | State position in first sentence |
| Hedging | Discussing both sides equally | Pick one and defend it |
| Vague reasons | “It is better for people” without specifics | Add concrete examples |
| Repeating the same point | Padding to hit word count | Aim for two distinct reasons |
| Off-topic | Drifting to a related issue | Re-read prompt before final paragraph |
| Repetitive vocabulary | “Good” five times | Plan three topic-specific words before writing |
| Under-developed conclusion | One short sentence | Restate position with a forward-looking line |
The companion summarises the worst-of-both error: “Some students write 50 words and think they’re done. Others write 300 words full of repetition. Neither scores well. 150-200 focused words with clear structure beats both extremes.”
CELPIP vs IELTS GT vs PTE Core
| Aspect | CELPIP Task 2 | IELTS GT Task 2 | PTE Core Write Summary |
|---|---|---|---|
| Total time | 26 min | 40 min | ~10 min |
| Word count | 150-200 | At least 250 | 50-70 words |
| Format | Survey response: pick one of two options | Essay on opinion or discussion question | Summary of a written passage |
| Required position | One side, defended | Personal opinion or balanced view | No opinion - summary |
| Counter-argument | Optional acknowledgement | Often expected | Not relevant |
| Scoring | Content, Vocabulary, Readability, Task Fulfilment | TA, CC, LR, GRA | AI multi-trait |
| Difficulty | Moderate | Highest writing demand | Lowest writing demand |
The closest comparison is IELTS GT Task 2, but CELPIP Task 2 gives you 14 minutes less and asks for 50 to 100 fewer words. The structure is also more focused: pick a side, defend with two reasons. No need for full essay introduction-body-conclusion architecture.
Time Management for Task 2
| Phase | Time | Activity |
|---|---|---|
| Planning | 3 min | Pick side, list two reasons, plan one example per reason |
| Writing | 19 min | Write four paragraphs without stopping |
| Proofreading | 4 min | Check spelling, tense, position consistency, word count |
What to plan in 3 minutes
- Which option will I argue for? (Pick the easier one to defend)
- Reason 1: [one phrase]
- Example for reason 1: [one specific detail]
- Reason 2: [one phrase]
- Example for reason 2: [one specific detail]
- One sentence acknowledging the other side
If you write these six items on scratch paper, your 19 minutes of writing will flow naturally.
The Pre-Writing Decision Tree
When you read a Task 2 prompt, work through this decision tree:
- Which option has more specific examples I can use? Pick that side.
- Which side can I argue without specialised knowledge? Pick the side that uses common reasoning.
- Which side avoids strong factual claims I cannot verify? Pick the side you can defend without specifics you do not know.
The companion’s advice is direct: “Pick the side that’s easier to argue, even if you personally disagree. The raters don’t care about your real opinion. They care about your English.”
Proofreading: The 4-Minute Routine
- Position check (15 seconds): Does the first sentence clearly state your position? Does the conclusion restate it?
- Two reasons check (30 seconds): Are your two reasons clearly different? Each in its own paragraph?
- Example check (30 seconds): Does each reason have a specific example (personal experience, statistic, or named case)?
- Tense and grammar (90 seconds): Scan for verb tense slips, missing articles, and subject-verb agreement.
- Spelling and typos (90 seconds): Read slowly for missing words and obvious typos.
How to Practice Task 2
14-day Task 2 plan
Days 1-3: Argument brainstorming
Take five Task 2 prompts. For each, list two reasons for Option A and two reasons for Option B. This builds the ability to pick the easier side quickly.
Days 4-7: Untimed responses
Write five Task 2 responses without time pressure. Compare each to a CLB 10 model. Note vocabulary and structure differences.
Days 8-11: Timed practice at 28 minutes
Add two extra minutes for adaptation. Write four full responses. Check word count and proofreading discipline.
Days 12-14: Real test conditions at 26 minutes
Write five Task 2 responses under strict timing on a keyboard. Submit each to a scoring tool or peer reviewer.
Test Day Checklist for Task 2
- Read the prompt twice
- Decide on the easier side to argue in 30 seconds
- Plan two reasons with one example each
- State your position in the first sentence
- Develop each reason in its own paragraph
- Acknowledge the other side in one or two sentences
- Restate your position in the closing
- Stay within 150-200 words
- Save 4 minutes for proofreading
- Check that your position is consistent from first to last sentence
The Right-Length Trap
Many students stop writing once they hit 150 words. Others keep going to 250 because they think more is better.
Both are mistakes.
The optimal Task 2 response is 180 to 195 words: long enough to develop two reasons fully, short enough to leave time for proofreading, and within the rubric-preferred range. Aim for this band, not the extremes.
When You Cannot Pick a Side
Sometimes you read a prompt and genuinely cannot decide. Use this 20-second tiebreaker:
- Which option has a concrete example from your real life?
- Which option has a recognisable Canadian example (a city, a programme, a study)?
- Which option has fewer counter-arguments you would struggle to address?
The answer to one of these three questions will give you a clear winner. Pick that side and start writing.
Ready to Practice CELPIP Writing Task 2?
Task 2 rewards clear thinking and decisive structure. The students who score CELPIP 9 or higher in Writing are not the ones with the fanciest vocabulary. They are the ones who pick a side fast, develop two specific reasons, support each with a real example, and acknowledge the other side briefly before closing strong.
Marvel Education’s CELPIP practice software gives you timed Task 2 prompts across community, workplace, education, and policy topics. Each prompt includes two CLB 10 model responses (one for each option) so you can see what high-scoring arguments look like on both sides. Start with a free trial and build the Task 2 skill that lifts your overall CELPIP Writing score.